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Hi Maria, I really enjoyed reading your ideas. I like how you connected sustainability to real examples in your local community, particularly biodiversity conservation and the work of the Tidy Towns group. Bringing pupils on nature walks is a fantastic way to help them develop an appreciation of their local environment through first-hand experiences. I also think your idea of using the Deposit Return Scheme to raise money for school resources is a great way to motivate children while teaching them the importance of recycling and caring for their community.
Living in Carrick-on-Shannon, I see sustainability being promoted in many ways through recycling facilities, riverside clean-up events, biodiversity projects and the encouragement of walking and cycling where possible. The River Shannon is a valuable natural resource, so protecting it from pollution and litter is an important responsibility for the local community. These initiatives highlight how small actions can make a positive difference to the environment.
As a teacher, I would encourage pupils to explore sustainability through hands-on and local experiences. We could organise a litter pick around the school or along a safe local area, investigate the wildlife that depends on the River Shannon, and discuss ways to reduce waste by recycling and reusing materials. Pupils could also complete a classroom waste audit or create posters promoting sustainable habits. These activities would help children develop a sense of responsibility for their local environment while making meaningful links across Science, Geography and SPHE. I believe these experiences encourage lifelong respect for the environment and sustainable livin
Hi Frances, I enjoyed reading your ideas and really liked how you build pupils’ understanding by starting with the food pyramid before focusing on seafood. Using local seafood, supermarket visits and food labels makes the learning relevant and practical. I also think that, where possible, tasting activities would encourage pupils to try new foods and make healthier choices. Your lessons make great cross-curricular links while promoting both healthy eating and sustainability.
Before this module, I already knew that seafood was an important part of a healthy diet, but it has strengthened my understanding of its nutritional value and the role it plays in supporting brain development, wellbeing and overall health. It has also made me reflect on my own eating habits, as I probably do not eat enough seafood myself. As a teacher, I think it is important to help children understand healthy food choices and where their food comes from. This can be explored across the curriculum through SPHE, Science, Geography, Maths and Literacy using hands-on activities such as investigating the food pyramid, surveying favourite seafood, role play, food tasting or simple food preparation where possible. These practical experiences encourage engagement, support different learning needs and help pupils develop healthy habits. I now feel more confident integrating seafood nutrition
Hi Órla, I think you’ve highlighted how adaptable the ARC resources are, particularly for meeting the diverse needs of pupils in an autism class. The visual and hands-on nature of the lessons will help make STEM learning engaging and accessible for all learners. I also agree that, despite being based inland, these resources provide an excellent opportunity for pupils to learn about Ireland’s marine environment, sustainability and aquaculture while developing valuable inquiry and problem-solving skills.
Exploring the ARC resources has shown me how effectively aquaculture can be used as a real-world context for STEM learning. The lessons promote inquiry-based learning by encouraging pupils to ask meaningful questions, investigate problems, analyse data and communicate their findings, all of which align well with the STEM Education Policy Statement. I particularly liked how the resources use digital tools such as interactive quizzes, maps, videos and simulations to engage pupils and deepen their understanding.
I can see great potential to extend these lessons by exploring themes such as sustainable Irish food, local biodiversity, water quality and healthy living. Pupils could collect and present data, investigate environmental impacts and debate different stakeholder perspectives through role-play activities. Learning about concepts such as social license also helps children understand that scientific and environmental decisions involve communities, ethics and public trust as well as evidence.
Most importantly, these lessons encourage pupils to think critically about where their food comes from and the importance of making responsible, sustainable food choices. By combining science, technology, geography, and environmental awareness, the ARC resources provide meaningful learning experiences that help pupils develop into informed, responsible citizens while building essential STEM skills.
Hi Cathriona, I really enjoyed reading your reflection. You clearly explain why aquaculture is so important along Ireland’s west coast, particularly in areas where farming opportunities are limited. I also liked how you highlighted the wide range of employment it supports, from fish farming and boat maintenance to transport, environmental monitoring, and tourism. It is easy to overlook the many indirect jobs that depend on a successful aquaculture industry. Your point about seafood restaurants attracting visitors also shows how aquaculture contributes to local economies beyond food production. It really demonstrates the vital role the industry plays in sustaining coastal communities.
Before completing this module, I had not fully considered how the location of aquaculture farms is closely linked to both the natural environment and the wellbeing of coastal communities. Ireland’s extensive coastline provides ideal conditions for farming species such as salmon, mussels, and oysters, with many farms located in sheltered bays and estuaries where water quality and tidal movement support healthy growth.
What stood out to me most was the positive socio-economic impact aquaculture can have on rural coastal areas. Aquaculture creates employment opportunities, supports local businesses, and helps sustain communities where traditional fishing alone may no longer provide enough income. It also contributes to Ireland’s food production while promoting sustainable use of marine resources when managed responsibly.
As a teacher, I can see many opportunities to use this topic in the classroom to help pupils understand the connection between geography, science, sustainability, and local economies. Exploring aquaculture encourages children to think critically about where their food comes from and the importance of balancing economic development with environmental protection. It is a relevant and engaging topic that helps pupils develop a greater appreciation of Ireland’s coastal heritage and the communities that depend on it.
Hi Edwina, I really enjoyed reading your reflection. Like you, I had not fully appreciated the wider role of aquaculture beyond food production before completing this module. Your point about social license is particularly important, as it highlights the need to balance environmental responsibility, animal welfare, and community trust alongside economic development. I also agree that these topics provide excellent opportunities for classroom discussion and inquiry-based learning. Encouraging pupils to explore different perspectives and debate real-world issues will help develop their critical thinking, communication, and empathy. These are valuable skills that will support them in becoming informed and responsible citizens.
Aquaculture offers rich opportunities for cross-curricular learning, particularly within SESE. Pupils can explore how the fishing and aquaculture industries have evolved over time, with a strong emphasis on sustainability, making meaningful links to History and Geography. Investigating Ireland’s coastlines, fishing hubs, and small fishing communities, alongside topics such as safety at sea, healthy eating, seafood varieties, and industry infrastructure, provides engaging and relevant learning experiences. The module resources, including videos and the ARC Classroom, are accessible, interactive, and well suited to supporting both individual and collaborative learning. These resources can help pupils develop a deeper understanding of aquaculture’s role in providing sustainable protein sources while encouraging reflection on healthy eating and responsible food choices. Drawing on personal experience of growing up by the sea further highlighted the value of these lessons. Although currently teaching a younger class level, the resources will be shared with colleagues for wider classroom use.
Hi Michael,
I think this is an excellent hands-on lesson that combines science, geography, and maths in a meaningful way. Building and using a rain gauge allows students to actively collect real-world data rather than just learning about rainfall from a textbook. I also like how you have included graphing and data analysis, as these skills help develop critical thinking and numeracy. Comparing rainfall with another part of the country is a great extension activity because it encourages students to investigate the factors that influence weather patterns. Overall, this lesson is engaging, practical, and helps students understand the importance of meteorology.
How can as a school community reduce our carbon footprint?
I will direct pupils to the How Big Is Your Environmental Footprint Questionnaire online and ask pupils to complete the questionnaire as honestly as they can. We will discuss findings. There are many ways and areas we can focus on to try and reduce our carbon footprint but we will pick one to focus on for the year. We will focus on reducing the amount of plastic in lunchboxes. We have found in our school that we have a problem with the amount of plastic that is in our bins at the end of the day, majority being from lunches, fruit juice cartons, yogurt pots, lunches wrapped in cling film. We will appoint some students as monitors who can visit each class and count the amount of plastic in lunchboxes. Figures will be recorded and we will run a campaign around school to try and encourage pupils to reduce amounts. Pupils could run a poster competition, prizes for most improved class, etc. Ideas will be given to pupils and an ‘idea sheet’ could be sent home to parents. Reusable bottles, reuse cling film or else use paper, buy big yogurt pots and send in small class jars, etc.
After a month, monitors will visit classes, record figures again and see are there improvements. Continue the campaign and hopefully it was also encourage changes at home also which in turn will have a positive effect on reducing our carbon footprint not only in school but at home.Hi Sarah, The examples above highlight the wide range of purposes that satellites and space stations serve in advancing science and technology. The International Space Station (ISS) stands out as a permanently inhabited laboratory where astronauts conduct experiments, test new technologies, and prepare for future missions to the Moon and Mars. Earth observation satellites such as ADEOS II, Envisat, ALOS, and Resurs-DK 1 demonstrate how space-based systems contribute to monitoring our planet. They provide valuable information on climate change, natural resources, environmental conditions, weather, disasters, and land use. Although some missions, such as ADEOS II and ALOS, ended due to technical failures, the data they collected significantly improved scientific understanding and satellite technology. Together, these missions show how international collaboration and continuous innovation in space exploration benefit life on Earth by supporting environmental protection, disaster management, and sustainable resource planning while expanding humanity’s knowledge of space.
3. Nose High Up In The Sky is a great resource that I definitely intend on using with my class in September. I think they will find this resource fun and interesting. Children will love seeing the photographs of Earth taken from Space. I think it is a great way to start the lesson. The visual resources included are great and the activity of matching the photos to the different landscapes take from the ground will be interesting. The third activity then of learning about how a satellite works and how it is different to a space station will allow for some interesting discussions in the class. It is a great lesson as it provides children with the opportunity to see different perspectives which they usually wouldn’t get to experience in other lessons. It is a great resource to get children interested in delving deeper into the topic and hopefully doing some further research.
Hi Rachel, I agree with your perspective that the HOME video is more appropriate for senior primary classes. While it delivers a powerful message, some of the imagery and language could be overwhelming for younger children who are still developing their understanding of global issues. Your idea of using still images to encourage discussion is an excellent way to make the content more accessible and allows pupils to think critically about environmental changes without being overloaded by information. I also like your suggestion of linking the topic to Greta Thunberg’s TED Talks, as many children will already be familiar with her and find her message inspiring. Connecting these resources to a Green Schools initiative makes the learning relevant and action-oriented, helping pupils see that even small changes can have a positive impact. This approach promotes awareness while empowering children to become responsible and active citizens in caring for the environment.